The present research aimed to examine the learning strategies for the IELTS test preparation to meet the English learning outcomes (ELOs) used by students majoring in English Language Teaching (ELT) in Vietnamese universities, especially at the University of Foreign Language Studies – the University of Da Nang (UFLS-UD) and provided solutions to improve their IELTS test preparation efficiency. Data were collected from the questionnaires completed by 120 English language teaching (ELT) students, the in-depth interviews with 10 student informants, 5 experts in English teaching, and 10 students who have taken the IETLS test to meet the ELOs. The findings showed that most student informants chose the IELTS test to meet the ELOs requirements and did some preparation for the test. Regarding the learning strategies, practicing English pronunciation and communication skills were used for speaking, listening to the audio, watching English videos for listening, reading the IELTS writing samples, and learning grammar for writing. To overcome problems faced by informants, some suggested solutions were proposed, such as employing self-study strategies, practicing the IELTS sample test, attending IELTS courses, sitting for the IELTS mocks, and finding support from lecturers.

This research investigates the effectiveness of extra speaking activities (ESAs) in improving students’ English speaking skills at Le Quy Don High School for the Gifted in Danang, Vietnam (LQDHS). The study seeks to examine the perceptions on, and attitudes toward, the implementation of ESAs amongst a group of math-majored students at LQDHS. In the research, a quantitative approach with a Classroom Action Research design was used. The population consists of 26 Grade 10 math-majored students which consists of 24 male students and 02 female students. Data were collected through observation, speaking tests, and questionnaires. The speaking tests were carried out in three stages: pre-test, treatment, and post-tests with two cycles. Different speaking teaching techniques were adopted, including group discussion, public presentation, debating, and role-play. After each activity, constructive feedback and corrections from the teacher and peers were provided. The results show that the implementation of ESAs significantly improved the students’ speaking in terms of accuracy and fluency. In addition, many students engaged more actively in class activities after joining ESAs. Most students showed positive perceptions and attitudes toward ESAs.